The Influence of School Leaders’ Cultural Intelligence on Teachers’ Organizational Identification: Does Cultural Intelligence Matter?

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: International Perspectives on Leadership for School Improvement (Table 1)

Abstract

Today’s schools are getting increasingly diverse. The purpose of this study was to examine whether school principals’ cultural intelligence influences their teachers’ organizational identification. The current study employed a quantitative causal-comparative research design. The samples included randomly selected principals (30) and their matched teachers (202) working in K-12 schools. The data was gathered through online questionnaires for principals and teachers. The study adopted two previously developed and validated scales for the study variables. Multivariate statistics and structural equation modeling were employed to examine the relationships between the study variables. Analyses showed that principals’ CQ significantly predicted teachers’ OI. The study highlighted the role of principals’ CQ in effectively leading today’s highly diverse school settings.

Authors

• Meghry Nazarian, United Arab Emirates University

• Ibrahim Duyar, Arkansas State University

• Mohamed Alhosani, UAE University